We go right into comprehension group at this time. It’s basically a rest time without the nap □ I also play soft music at this time and turn the lights down. We use our small bath mat rugs for quiet reading, or work on other leisure skills and playing with toys the correct way. We take data on lunch routines, independence, social interactions, and other behaviors.Īfter lunch, we need some time to unwind. My students eat lunch in the cafeteria but this is a heavy data time. We go back to work centers at this time and rotate through until lunch. Some students earn breaks on iPads, Computer, or our break area with toys. We also work on hand washing at this time and may even through in natural life skills we are learning in our life skills centers like the vacuum or dustpan if necessary.Īt this time students may also have enough tokens to cash in for a break. We eat snack as a group and work on social skills! (I love these question cubes from amazon!) We work on opening our packages, eating neatly, manners, and clean up. Having an independent work center makes it possible to have so many students at once with only 2 staff in the room. Students follow a schedule, clean up after themselves, and even access rewards all independently at this center. Independent work: Teaching my student how to perform independently at this station directly for the first month of school has made it possible for this center to be completely independent. Teacher Table: I am able to work on IEP goals at this time 1:1 or 1:2 depending on therapies and specials each day. You can grab the sight word flip cards seen here, here. We rotate through 3 centers at this time and have 2 staff present in the room.ġ:1 Work: This is a discrete trial center, the student works 1:1 with a teacher or para on individualized goals. But most of my students remain in the classroom. Some students work off of a visual schedule for morning work and some have a whiteboard written list of things to do.Īt this time some of my students may go to Math or ELA with support for some inclusion. I actually like this a lot because it gives us time to beat the “rush” of kids running down the hall, get through all of our first bathroom trips, and get started on our morning work.Įach student has an arrival checklist to help them remember what comes next.Įach students morning work is a little different based on their needs. My students arrive 15 minutes earlier than other students in the building due to van drop off times. ( I’ll post more on this next time) But this is our main classroom schedule of daily activities. We also post on the board the specials and therapies each student has that day, so we can quickly glance up and have time to get kids ready. YES, Each student has a visual schedule or Student Binder (these are awesome for kids who go to inclusion more often!) that contains all of their personal therapies and specials. The schedule is posted on the white board, mainly for all staff to see. Students go to specials with their homerooms, and are pulled for therapies, but it all evens out and they make up things they missed by the end of the week. But this is the general schedule that my classroom follows each day. YES, my kids go to specials and inclusion, and YES my paras each take lunches. I am so excited to share with you my schedule series! I have been working these first 2 months of school to get my schedule situated and am excited to share so many of the pieces with you!įirst up! My daily schedule.
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